Churchill High School - School - Mini Schools

Established in 1984, International High School is an alternative school in international studies for grades nine through twelve. The program is college preparatory and attracts students who value global understanding, communication, and cultural differences, and are interested in improving the human condition. The International High School program is a four-year interdisciplinary curriculum focused on the study of nations: their cultures, history, artistic expression, and political, economic, and belief systems. Students who graduate from the program will have developed a cultural awareness necessary for international communication and understanding.

Located at three sites in District 4J on the campuses of South Eugene High School, Sheldon High School, and Churchill High School, IHS offers students a core program in international studies during half their school day. During the other half, IHS students can select from an array of courses offered in the host schools in the sciences, mathematics, languages, publications, applied technology, and fine and performing arts. Students with advanced language skills in Spanish or French have the opportunity to participate in language immersion courses in IHS.

The organizational structure of the International High School is a school-within-a-school model. IHS shares the facilities and resources of the host high school. This model not only provides an opportunity for students to specialize in international studies and to benefit from the excellent offerings in the host schools, but also serves as a catalyst to increase the international dimension of the regular school program.

IHS is a member of the International Baccalaureate Program, a worldwide affiliation of schools that promotes international standards of achievement. All the course work for IHS juniors and seniors meets the requirements for the IB. IHS students may choose to pursue the full IB diploma with examinations in six subjects or to earn certificates in any of twelve areas of study. The IB diploma and the certificates can earn students college credits in universities and colleges all over the world.

The Board of Directors recognizes that the educational goals of School District 4J can best be attained through educational programs as diverse as students’ needs within a pluralistic society. Therefore, the board endorses the development of a variety of alternative schools through the cooperative efforts of educators, parents, students, and community resources.

An alternative school is defined as any complete educational program that represents a distinctive strategy within the district for achieving the educational goals defined in the school board's philosophy statement and in the program goals and objectives of the district's required curriculum. An alternative school is a school that has an organizational structure, a teaching staff, a budget, and a specific curriculum, each of which is separate from other schools. An alternative school may share the facilities, administrative personnel, and the support services of another school, or may be an autonomous unit. An alternative school may differ from other schools in ways that include, but are not limited to, the following:

Any student in School District 4J may apply for enrollment in an alternative school; the location of student's residences within the district shall not be a factor in evaluating applications for enrollment.

The International High School, through the study of the history and cultures of nations, coupled with the study of an international language, prepares students for successful living in an international, multi-lingual community.

Mission Statement

"As global citizens at Eugene International High School, we aspire to value diversity, ambiguity, and discovery and to act with responsibility, integrity, and compassion."

Admission to the International High School is based on self-nomination and predicated on an interest in international studies. Student requests for enrollment in the International High School are taken by means of a request for enrollment form available at the International High School Office. Forms become available the first school day after January 1. Requests for enrollment are accepted until the deadline in March and students may choose any one of the three IHS campuses. At that time class lists are compiled and instructional staffing allocated for the subsequent school year. Students requesting enrollment after this Friday in March are granted admission on a space available basis. When no space is available, students requesting admission are placed on a waiting list. Waiting lists of students are used to fill available positions as they occur at each campus.

International High School informational and overview materials and an enrollment request form are mailed to all grade eight students and parents within District 4J during January or February of each school year. Beginning in January, the IHS staff conducts informational and overview meetings for grade eight students and parents at various school district middle and high schools.

Students who live in regions other than the host campus of their choice for the International High School automatically receive a superintendent's transfer. However, should a transfer student decide to withdraw from IHS, the transfer is rescinded and the student will need to enroll in the high school in his or her attendance area, unless the student has received a formal Superintendent’s Transfer at the time of withdrawal from IHS.

Students may enter the program any time through the beginning of eleventh grade year on a space available basis. Admissions after that are at the discretion of the head teacher and the eleventh grade teachers and require a parent, student, and head teacher conference. Should parents, students, and staff determine that IHS is not an appropriate placement or program of study for a student, the student may withdraw from IHS at the end of a grading period.

As part of their commitment to international studies, IHS students study international language. For three of the four years students are enrolled in IHS, they are required to have concurrent enrollment in an international language course or in some other approved course of study in an international language. Students preparing for college admission should complete two years of the same international language. Students who intend to pursue the International Baccalaureate Diploma must complete a minimum of four years of the same international language.

Students are expected to meet the international language requirement in good faith to the best of their ability.

IHS is a member of the International Baccalaureate Program, a worldwide affiliation of schools that promotes international standards of achievement. All the course work for IHS juniors and seniors meets the requirements for the IB. IHS students may choose to pursue the full IB Diploma with examinations in six subjects or to earn certificates in any of twelve areas of study. The IB Diploma and the Certificates can earn students college credit in universities and colleges all over the world. Students register and pay fees for the IB Diploma in the fall of junior year and for IB Certificates only in the fall of senior year. Examinations are conducted in May.

The International High School has a unique schedule, one of its features as an alternative school.

IHS classes are offered in a two-day rotation. These two days are designated Alpha and Omega. IHS students take two of their IHS classes one day and one of their IHS classes plus independent time for Projects on the other day. For all ninth and tenth graders, this Project time is scheduled first in the morning block or last in the afternoon block on alternating days.

Students are enrolled in either an IHS morning block or afternoon block. The rest of their day is spent in the host school attending classes in mathematics, science, language, and other courses of their selection. The beginning and ending times for the IHS blocks are configured at each campus to allow IHS students the maximum flexibility for building their schedules for the remainder of their courses in the day. The times for the IHS blocks are as follows:

IHS at Churchill

AM Block = 7:45 - 10:40

PM Block = 12:25 - 3:18

Students in the International High School have several graduation opportunities available to them. Each includes an interdisciplinary curriculum with an emphasis on international language.

The International High School offers a four-year program. Students who successfully complete the program receive an honorary International High School Diploma, in addition to a diploma from the host high school. To earn the International High School Diploma, students must complete grades eleven and twelve in the International High School program with passing grades, complete three years of foreign language study, and satisfy other requirements of their Individualized Plans for their legal high school diploma. A year of study abroad may substitute for either the junior or senior IHS course work toward earning the International High School diploma. IHS juniors who plan to graduate early from their host schools at the end of junior year must complete the year of IHS courses in Comparative Economic and Political Systems, History of the Americas, Literature of the Americas, and both semesters of Advanced Projects. Early graduation does not qualify the student for the IHS diploma.

The International High School staff and the high school counselors advise students about course work which must be completed to meet four-year college and university entrance requirements. The IHS program enables students to take the four years of language arts, four years of social studies, three years of international language, three years of mathematics, and three years of science that most colleges and universities expect. Most IHS graduates exceed the minimums for college admittance.

The International Baccalaureate, a program for juniors and seniors, is recognized by most colleges and universities for credit or advanced placement. Students earning the International Baccalaureate Diploma may receive advanced standing or priority admission or both by these schools. Students seeking the International Baccalaureate Diploma must pass six examinations, complete a 4,000-word extended essay, and complete projects in creativity, action, and service.

IHS students may also elect to take examinations in selected subject areas to earn Certificates. Students passing these subject area examinations earn certificates and receive college credit at selected colleges and universities, similar to Advanced Placement Credit.

All District 4J high school students, including IHS students, can earn this recognition for a high GPA and service. Students should consult the counselors for regulations and guidelines about earning this recognition.

The following grid shows the courses students take in the International High School at each grade level. Below that is a description of course work needed for IHS students desiring the International High School Diploma, the International Baccalaureate Diploma, the Immersion Medallion, or for college preparation.

* Travel and/or study abroad may substitute for part of or all of one year. Interested IB candidates should meet with the IB coordinator if they are considering travel during junior or senior year.

The International High School Diploma is an honorary diploma earned by the satisfactory completion of all grades eleven and twelve IHS program requirements, as well as the requirements of the District 4J Graduation Individualized Plan.

Eugene School District 4J Board of Directors has approved a policy allowing a student to develop a graduation plan to meet his or her specific needs.

The Board Policy permits students to develop individualized plans to waive certain district and state requirements if they are not responsive to the individual student's educational goals. The International High School curriculum is an alternative curriculum to these requirements; thus it creates the need for students enrolled in the program to be placed on a Individualized Graduation Plan.

Individualized Graduation Plans for International High School students will be submitted for Board approval when the students have completed the following:

It is the student's responsibility to maintain contact with a counselor. All requests for changes must be approved by the counselor prior to the time classes are taken and must be accompanied by written approval of the student's parent/guardian.

Once the Individualized Graduation Plan has the counselor's approval, it is submitted to the building principal or designee for approval. The approved plan is forwarded to the School Board for final approval.

The Individualized Graduation Plan must be completed by the end of winter term of the student's junior year.

IMPORTANT: Students MUST satisfy the specific courses of study outlined in their Individualized Plan in order to receive their high school diploma, REGARDLESS of the number of credit hours they have accrued.

The International High School curriculum 9 - 12 is an integrated course of study in the history, culture, literature, artistic expression and political, economic, and belief systems of nations across time and across the globe.

Global Geography enriches students' understanding of the voices, history, culture, setting, and current political/ environmental issues of people in different areas of the world.

This course is a journey that takes two paths. One path explores the nature of literature as an art form: its many modes and distinguishing artistic characteristics. The other path carries the student as reader across the continents and into a variety of cultures. Students examine important issues in cultures across the globe, read a myriad of genres–poems, plays, short stories, and novels–and write in a variety of modes exploring the meanings of what they read and their understandings of culture. The year ends with the journey coming full circle, back to an exploration of the students' own culture and how that culture shapes who they are and their understanding of others.

Cultural Aesthetics is a study of artistic expression and cultural activities from the global community. This class follows the regional approach of Global Literature and Geography classes with an emphasis on Africa, Europe and Asia. Cultural Aesthetics is divided into four terms, each with a separate focus. These include World Music and Art, Speech and Drama, Physical Education and Health.

203 GLOBAL INDEPENDENT PROJECTS
SS 2.5 Credits
HU 5.0 Credits
HE 2.5 Credits

Global Projects allows the student independent time for research and development work for the three core subjects taught in grade nine and for health topics. Students will use this time in the IHS block to work in research groups, apply computer skills to IHS assignments, work on video viewing and production assignments required for core curriculum enrichment and understanding, and apply production techniques required to complete portfolios, research packets, and writing assignments. Mentorship by IHS teaching staff and parents will provide students individualized assistance and guidance.

Global History is a comparative analysis of civilizations. Students examine causes and effects of cultural diffusion, analyze the rise of state systems, and investigate a number of international systems of the modern era.

Global Literature and the Arts is a study of literature, composition, and the humanities. The literature and the arts studied in this course are representative of the heritage of the cultures covered in Global History and Comparative Values and Beliefs. Students write a variety of essays building on skills acquired in ninth grade Global Literature in writing, reading, and speaking.

Values and Beliefs is a class on comparative world religion and philosophy. Students examine similarities as well as the obvious differences existing from one culture to another. Anthropological and sociological perspectives are emphasized.

Sophomore Projects allows the student independent time for research and development work for the three core subjects taught in grade ten. Students will use this time in the IHS block to work in research groups, apply word-processing keyboard technique to IHS assignments, work on video viewing and production assignments required for core curriculum enrichment and understanding, and apply production techniques required to complete portfolio, research packet, and writing assignments. Mentorship by the IHS staff and parents will provide students individualized assistance and guidance.assistance and guidance.

Anglo-America and Latin America are studied for the purpose of comparing/contrasting the similarities and differences in cultural roots, political-economic-social development, and modern international relations. The US Constitution and its impact on critical issues in modern US History will serve as an on-going focus throughout the year. This course works toward preparation for the International Baccalaureate exam in History.

This course includes works of fiction and non-fiction from the fifteenth century through the twentieth century from North America and Latin America. This course is integrated with the History of the Americas class and, together with the economics course, provides students with a greater understanding and knowledge of the culture of the Americas and the role of the Americas in the global political and economic community. Students learn the major social, political, ideological, economic, and cultural forces that have shaped the literature of the Americas; compare the literature of different American cultures; define and identify major literary trends in the Americas; demonstrate in written and oral analysis a sound understanding of literary devices and terms for literary analysis; analyze, interpret, and evaluate literary works, orally and in writing. This course works toward preparation for the International Baccalaureate exam in English.

In Comparative Systems many political, economic, social systems are analyzed. Using a systems' perspective, students analyze a variety of current issues in the global economy, ranging from the debate over free trade and global interdependence, to competing development models for the worlds poorer nations, to the impact of population and economic growth on social, political, and ecological systems. This course will work toward preparation for the International Baccalaureate test in Economics.

This project strand has four components: computer skill building, service to the school, post- secondary preparation, and preliminary work on the Senior Research Project. Students have the opportunity to advance their computer skills, to give assistance in an area of the school that is of interest to the student, and to begin planning for post-secondary learning and work. In addition, each student will begin writing a 4,000-word essay due fall of senior year on a concern of the student's choice about the world away from the classroom. This project is required of all International High School students and the senior project work is a requirement for the International Baccalaureate Diploma.

The course theme states, "The modern era is distinguished from all earlier periods of history by the complex and extensive degree of global interdependence which has evolved largely as a result of social forces that originated in Europe." Causes, processes, and resulting international systems are surveyed. Extensive use of documents is included in all studies.

This course is a study of contemporary issues through literary classics from several eras and cultures. Reading and writing assignments parallel the study in history. Twentieth Century Literature and Twentieth Century History form the second year of the two-year curriculum in preparation for the International Baccalaureate English exam.

214 THEORY OF KNOWLEDGE (IB)
HU 10 Credits

Theory of Knowledge attempts to intensify the curiosity and competence of students, build critical analysis skill, and encourage creative synthesis among all areas of study. The class puts emphasis on the role of knowledge, faith, opinion, belief, and truth as they relate to the human condition throughout history. The International Baccalaureate Organization views the Theory of Knowledge course as the culminating experience in a student's secondary education.

Each student writes a 4,000-word essay, begun in the junior year, on a concern of the student's choice about the world away from the classroom. This project is required of all International High School students and is a requirement for the International Baccalaureate Diploma.

Students in the International High School are required to involve themselves in a community service project in affiliation with a community agency. This course helps satisfy, with some exclusions, the requirements for the International Baccalaureate Diploma. Students may begin serving their hours for this requirement no sooner than the summer before their senior year.

International High School

Mission Statement

214 THEORY OF KNOWLEDGE (IB) HU 10 Credits

214 THEORY OF KNOWLEDGE (IB)
HU 10 Credits